The Robustness of the Conditional CAPM with Human Capital

An empirical evaluation is provided of the robustness of theconditional capital asset pricing model (CAPM) with human capitalto explain the cross-sectional variability of security returns.This model has been evaluated in the literature using the growthrate in per capita labor income. This article looks at richermeasures of human capital returns. It develops measures thatincorporate the costs and benefits of educational investment,skill premiums, worker experience, and other relevant featuresof human capital markets. It also considers variables that helpto forecast future human capital returns. We find that someof these richer measures help improve substantially the performanceof the model.     

Professionals Play Minimax

The implications of the Minimax theorem are tested using natural data. The tests use a unique data set from penalty kicks in professional soccer games. In this natural setting experts play a one-shot two-person zero-sum game. The results of the tests are remarkably consistent with equilibrium play in every respect: (i) winning probabilities are statistically identical across strategies for players; (ii) players' choices are serially independent. The tests have substantial power to distinguish equilibrium play from disequilibrium alternatives. These results represent the first time that both implications of von Neumann's Minimax theorem are supported under natural conditions.     

Learning to Open Monty Hall's Doors

The analysis in this paper searches for individual and group determinants of learning behavior in Monty Hall's Three Door problem examined in Friedman (1998, American Economic Review. 88, 933–946). The results show that the size of monetary incentives, individuals' initial abilities, and social interactions with others are all important determinants of initial choices and subsequent learning in this problem: (i) More able students have a greater initial propensity to make the right choice than less able students, and their learning curves are initially steeper; (ii) Individual learning can also be enhanced through social interactions; (iii) Interestingly, less able students benefit more than more able students from social interactions in the sample. These findings support the argument that learning models that take into account individuals' abilities and that allow for social interactions where agents can exchange information hold a great deal of promise for enhancing our understanding of actual learning environments, learning processes, and the formation of rationality.